Making judgements: investigating the process of composing and receiving peer feedback

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Dialogue within peer feedback processes: clarification and negotiation of meaning (2018, background): “Students may not take the task seriously or be fully engaged in peer feedback (McConlogue, 2015).”
The power of internal feedback: exploiting natural comparison processes (2020, background): “For example, if you ask students what they learn from reviewing the work of their peers, they usually report that they compare those works with their own (analogical comparisons) and generate new perspectives on their own work, or new approaches to how they might produce that work, or insights into ”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “External teacher feedback can beneficially be focused on supporting students to refine their own internal feed-back, and this kind of feedback may have more impact on student learning than conventional feedback as telling (McConlogue 2015).”
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, background): “Reversely, peer feedback can expose students to an array of alternative approaches, ideas and writing styles, which may have more impact than having one model answer (McConlogue 2015).”